JOURNAL OF MEDICAL & CLINICAL CASE REPORTS

►Perspectives Among Parents of Children with Autism on Inclusive Education

Fida Al-Shams¹, Md. Sazzad Hossain², Ahmammed Sharif Sakib³, Himica Arjuman⁴, Sayeeduzzaman⁵, Moitry Chakraborty^6*, Shahid Afridi⁷

¹Consultant and Head, Mymensingh College of Physiotherapy and Health Sciences, Bangladesh.

²Assistant professor and Head, Speech and Language Therapy Department Bangladesh Health Professions Institute, Centre for the Rehabilitation of the Paralysed.

³Clinical Speech and Language Therapist, Neurogen Healthcare Limited.

⁴Consultant, Speech and Language Therapy, Neurodevelopment Disorder Trust, Bangladesh.

⁵Senior Lecturer, Mymensingh College of Physiotherapy and Health Sciences, Bangladesh.

⁶Lecturer & CSLT, Mymensingh College of Physiotherapy and Health Sciences, Bangladesh.

⁷Lecturer, Physiotherapy Department, Saic College of Medical Science and Technology.

Introduction

All children with disabilities were required to receive free education under the Education for All Handicapped Children Act (EHA) of 1975, which is now known as the Individuals with Disabilities Education Act (IDEA) of 1990 and 2004 [1]. This requirement led to an emphasis on integrating impaired students into mainstream education [2]. The approach of teaching impaired pupils in the Least Restrictive Environment (LRE)—especially those with minor disabilities emerged as mainstreaming [3]. This gave rise to the inclusion paradigm, in which children with disabilities receive their education as much as possible from their counterparts without disabilities [2]. Because it avoids the issues of segregation and lessens the stigma associated with impairments, inclusion is viewed as a better educational strategy than mainstreaming [4]. The inclusion approach places a strong emphasis on providing special education classes and appropriate, needs-based support services for students with disabilities [5].

With the unique obstacles that autism spectrum disorder (ASD) poses in the classroom, the inclusion model has emerged as the go-to method for teaching kids with ASD [6]. However previously, mainstream education was frequently separated from pupils with disabilities, including ASD. By encouraging the idea of the Least Restrictive Environment, the IDEA Acts of 1990 and 2004 highlighted the inclusion of children with disabilities in the general education setting [7]. Laws like the No Child Left Behind Act of 2001, which put more pressure on schools to incorporate children with disabilities into general education classes, have aided in the shift toward inclusion [8]. Proponents of inclusion contend that it helps kids with disabilities develop their social skills and sense of self-worth [9]. Even while inclusion is popular, there remain concerns and difficulties. Certain disabilities, according to some, can be too severe to be successfully integrated into general education settings [10]. Furthermore, the inclusion model's effectiveness is reliant on elements including parental involvement, supportive school policies, and teacher preparation [11]. The inclusion model is now the most widely used strategy for teaching kids with disabilities thanks to legislative support [12]. The majority of supporters and educational experts accept the goal of offering instruction in the least restrictive environment, notwithstanding certain reservations.

The material currently in publication does not provide a thorough knowledge of parents' viewpoints toward inclusive education for kids with autism. Despite the growing emphasis on inclusive education, there is a clear knowledge vacuum about the unique perspectives and requirements of these parents. To better fulfill the needs of autistic children and their families, inclusive education programs must take this gap into account. The purpose of this study is to investigate how parents feel about inclusive education for children with autism. The research aims to determine the elements impacting their opinions about the efficacy of inclusive education by exploring their experiences, difficulties, and preferences. The ultimate objective is to provide guidance for the creation of inclusive education policies and practices that are more sensitive to the needs of autistic children and their families.

Method

By using a qualitative research design, this study sought to investigate parents' opinions on inclusion for their autistic children. The study, which was carried out in Dhaka City, concentrated on parents whose kids were getting special education and intervention services at a reputable organization. Selecting parents of children with verified autism diagnoses ages 3-18 was done through the use of purposeful sampling. Structured questionnaires that were translated into Bangla and covered demographic data and views of inclusion were used in the data collection process. The appropriate authorities granted permission, and parents who gave their assent were interviewed in person. Multiple crosstabs analysis was used to investigate relationships between variables as part of the descriptive content analysis used to analyze the data. The study's ability to withdraw, confidentiality, and voluntary participation were all guaranteed by ethical considerations. In order to improve the questionnaire and ensure that the data collection procedures were appropriate and relevant, a pilot research was carried out with five participants. By filling in the knowledge gap about parents' views on inclusive education for kids with autism, this research helps to design practices and policies that are well-informed. He emphasized how important it is to create successful public relations in the industry. The investigation's results were displayed using percentages (%) and numerical counts (n). Numerous approaches were used in the statistical analysis, including the Spearman rank correlation, Pearson's chi-square test, Kruskal-Wallis test, and coefficient significance test. Version 20 of the Statistical Package for the Social Sciences (SPSS-20) was used to analyze the data. A p-value of less than 0.05 was considered to be statistically significant.

Results And Discussion

The study offers an in-depth examination of parental characteristics, inclinations towards inclusivity, and the correlation between parents' educational attainment and their perspectives in several areas. The majority of participants were mothers (87%), with the highest proportion falling between the age range of 28-37 years (56.20%), and a considerable number having completed secondary-level schooling (28.10%). 81.80% of parents defined themselves as housewives, while 71% of their children with disabilities were mostly male and aged between 6-10 years (56.20%).

Conclusion